Views of Physics Teachers on Inquiry and Their Approaches to Classroom Practices
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 15 July 2025 | Viewed by 140
Special Issue Editors
Interests: didactics; physics; education; learning; teaching
Special Issue Information
Dear Colleagues,
Inquiry-based learning (IBL) has gained significant momentum in recent years and has been presented in various manifestations. But how do physics teachers view this development? What challenges and opportunities do they see in implementing inquiry-based approaches in physics education? What models do they see as being effective to implement inquiry-based learning in the classroom? Do they see a positive impact of inquiry-based learning on student achievement and motivation in physics?
It is reasonable to anticipate a range of teacher perspectives on inquiry-based learning, influenced by factors such as grade level and student backgrounds. Additionally, teachers' familiarity with IBL methodologies and their comfort level in implementing them can greatly influence the success and perception of inquiry-based learning within their classrooms. Factors such as curriculum requirements, school culture, and available resources can also shape the implementation and outcomes of inquiry-based approaches.
We invite you to submit your contribution on this topic for publication in our Special Issue. Contributions can cover inquiry-based physics teaching in a wide range of educational settings, from early childhood to secondary and even tertiary education. Thus, topics may focus on early childhood science investigations as well as on advanced high school (and introductory university) physics research projects. We are particularly interested in contributions that delve into (student) teachers' beliefs on and teachers’ experiences with implementing inquiry-based learning in diverse classroom settings, where physical concepts and methods are explored.
We welcome original research articles, case studies, and comprehensive reviews that provide insights into these areas. Also, descriptions and discussions about the underlying principles and manifestations of IBL are encouraged. We look forward to receiving your valuable contributions to this significant field and anticipate a fruitful exchange of ideas and research findings.
Prof. Dr. Angelika Pahl
Prof. Dr. Hans U. Fuchs
Guest Editors
Manuscript Submission Information
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Keywords
- science education
- teacher
- beliefs
- teaching methods and strategies
- laboratory work
- inquiry
- teacher training
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